Abrams, Irwin (1995). Postage Stamps and Peace Education: The Nobel Peace Prize. Peace Education Miniprints No. 79. This paper suggests how peace stamps can be used to further understanding of the movement for world peace. In this effort the Nobel Peace Prize, the most prestigious award in the world for peacemaking, is used as a focus. In the prizes from 1901 to the present, the Norwegian Nobel committees have recognized the major paths to peace. This variety is considered in portraying a number of laureates. In referring to prize winners, the volume distinguishes between what have been called negative peace and positive peace and what the document terms "fundamental peace." The paper also presents additional suggestions for the use of stamp collections to illustrate other subjects relevant to peace education. (EH)… [PDF]

Glass, Kimberly Huselid (1982). Peace–In and Out of Our Homes: A Report on a Workshop. Teachers College Record, v84 n1 p232-39 Fall. Four workshop sessions for adults on peace education and family life are described. The workshops deal with: (1) the history of the family; (2) violence inside and outside the home; (3) daily life and social values; and (4) questions about the larger meaning of life. (PP)…

La Farge, Phyllis (1988). Nuclear Teaching: Propaganda or Problem Solving?. Bulletin of the Atomic Scientists, v44 n6 p14-20 Jul-Aug. Describes how nuclear education has evolved into nuclear age education in an attempt to prepare young people to respond responsibly to world problems. Explains how positive and preventive emphases toward social issues have helped the growing acceptance of nuclear age and peace education. Discusses some remaining problems. (RT)…

Elias, John L.; Schuette, Dorothy (1983). What Will Parents Say about Teaching the Pastoral?. Momentum, v14 n4 p34-36 Dec. Proposes strategies for communication between home and school concerning the Catholic bishops' message about war and peace. Suggests the formation of a task force to identify the values to be attained through peace education, assess community attitudes about these values, and recommend guidelines for in-school and home-oriented educational programs. (LAL)…

Stidsen, Catherine Berry (1993). Conscientization of the Middle Class: A Teacher's Commentary. Social Studies, v84 n3 p131-32 May-Jun. Reports on a year-long effort by one teacher to raise the global consciousness of students in a Canadian secondary school. Describes activities related to peace education, environmental education, and refugees. Asserts that the impact of the effort on the school persisted even after the participating students graduated. (CFR)…

Jackson, Chris; Kirman, Joseph M. (2000). The Use of Postage Stamps To Teach Social Studies Topics. Social Studies, v91 n4 p187-90 Jul-Aug. Discusses how postage stamps can be used to teach social studies, including ideas for units on national culture, the history of technology, and peace education. Explains how teachers can obtain stamps and discusses stamp terminology. Considers classroom strategies and includes an appendix of Internet resources about postage stamps. (CMK)…

Altbach, Philip G.; de Wit, Hans (2015). Internationalization and Global Tension: Lessons From History. Journal of Studies in International Education, v19 n1 p4-10 Feb. Increasing political and military tension in several parts of the world will inevitably affect international higher education. Nationalist, religious, and ideological conflicts challenge the original ideas of international cooperation and exchange in higher education as promoters of peace and mutual understanding and of global engagement. Since the end of the Cold War, we have not seen this type of tension and turmoil on such a scale. What lessons can we learn from the past in how to act and react in this new environment? In the 20th century, politics and international ideological struggles dominated the world. Academic cooperation and exchange have been critical in maintaining connections between nations and have paved the way for further contacts. Even though we should be realistic that international cooperation and exchange are not a guarantee of peace and mutual understanding, they certainly keep communication open and dialogue active. Will the increasingly widespread conflicts… [Direct]

Greiner, Rosmarie (1984). Peace Education: A Bibliography Focusing on Young Children. Second Edition. Organized around six components, this bibliography lists over 190 field-tested resources about peace education for young children. A short description introduces each of the following components: self-awareness, awareness of others, conflict resolution, love of nature, global awareness, and imagination. Although the bibliography includes some materials published as early as 1954, most were published in the 1970's and 1980's. Author, publisher, publication date, intended age audience, and a brief annotation are provided for each title. Appendices list books for children ages 6-12, books for adults, and curriculum resources. (LH)…

Seiter, David M. (1989). Report from ERIC/CHESS: Curricula on Human Rights and Civil Liberties. Moral Education Forum, v14 n2 p25-27 Sum. Describes nine entries from the ERIC database that deal with civil liberties. Topics include the teaching of the morality of citizenship, censorship in schools, classroom research in the humanities, development of human-rights laws in the international community, and the addition of peace education to the curriculum. (KO)…

Nesbitt, Donna (1998). Hiroshima: A City with Peace as Its Purpose. Social Studies and the Young Learner, v10 n3 p21-23 Jan-Feb. Employs a summary of the story "Sadako and the Thousand Paper Cranes" by Eleanor Coerr as an introduction to the city of Hiroshima's (Japan) quest for world peace, peace education, and strong opposition to nuclear warfare. Discusses various symbols of peace, such as paper cranes in Japanese culture, and offers five teaching activities. (CMK)…

Rosenberg, Linda (2001). Resolving Conflicts in a Troubled Land. American School Board Journal, v188 n8 p38-40 Aug. Growing out of Northern Ireland's 1980s Peace Education Project (aimed at breaking down Protestant/Catholic barriers), the Education for Mutual Understanding initiative focuses first on helping schoolchildren deal with everyday conflicts in their lives. EMU uses conflict resolution and peer mediation to help schools organize into learning communities. (MLH)…

Chung, Kimberly; Darling, Brianna; Thorp, Laurie (2014). Engaged Learning and Peace Corps Service in Tanzania: An Autoethnography. Journal of Higher Education Outreach and Engagement, v18 n4 p17-38. The Peace Corps Masters International program offers students the opportunity to combine their Peace Corps service with their master's education. This article demonstrates how classroom learning strengthened the author's Peace Corps service in Tanzania, which in turn strengthened her master's thesis. Peace Corps supports an approach to community development that situates Volunteers closely with people in power, but this makes it difficult for them to gain the participation of the poor and marginalized. How can one strike a balance between effectiveness and cultural appropriateness? As an outsider, how do one's relationships with community members affect project processes and outcomes? This autoethnography investigates the first author's learning experience in undertaking community development in Tanzania's southern highlands. Although the conclusions are specific to the case reported here, the learning process applies to others who are beginning to contemplate how they might enter a… [PDF]

Tillman, Yvonne R. (1995). Improving Social Skills in Second Graders through the Implementation of a Peace Education/Conflict Resolution Skills Curriculum. To increase the social skills of second graders, a 32-week peace education curriculum was taught. All 135 students were from the same ethnically diverse suburban school located in a mostly upper-middle class neighborhood. Pre-curriculum observations, interviews, and teacher questionnaires demonstrated that students did not show proper respect for teachers, adult personnel, peers, and themselves; the main problems cited were fighting, unresolved disputes, and unacceptable language. The curriculum was used to teach children to solve problems peacefully through the use of activities such as role playing; modeling; reading, writing and publishing stories with conflict and peace themes; brainstorming; doing art projects with peace themes; and group discussion. Examples of lessons taught include: the value of trust, recognition of each individual's uniqueness, personality traits, and classroom rules. Evaluation results suggest that, after the curriculum was used, 80% of students learned… [PDF]

Harris, Simon; Lewer, Nick (2005). Post-Graduate Peace Education in Sri Lanka. Journal of Peace Education, v2 n2 p109-124 Sep. This paper summarises the rationale, development, content, and delivery of a Post Graduate Diploma in Conflict Resolution and Peace Preparedness in Sri Lanka, a country that has experienced a violent and protracted social conflict over the last 25 years. It also describes the methodology which is being used to measure the peace impact of the programme. Difficulties encountered and lessons learned are discussed, and some early indicators of the programmes effectiveness evaluated. It is clear that the impact of such a programme cannot be fully measured in the short term, since peace education should be seen as a process whereby knowledge and skills gained can be both utilised in the short term and reflected upon in the long term…. [Direct]

Reardon, Betty (1984). International Education and Teacher Preparation. Higher Education in Europe, v9 n2 p34-39 Apr-Jun. The focus of teacher education around the world remains narrowly national and may foster negative attitudes toward other countries and societies. Little attention is paid to peace education, global problems, or international issues in teacher education curricula, although the recognition of the importance of teacher preparation to international understanding is increasing. (MSE)…

Pace, Rosemarie; Podesta, Andrea (1999). Teaching Peace with Dr. Seuss. Kappa Delta Pi Record, v35 n3 p118-21 Spr. Educators seeking novel ways to instill conflict-resolution skills in young children should consider Dr. Seuss, whose books provide a synthesis of fantasy and reality that works for teaching values endemic to peace education. This paper discusses how students can learn peace and educators can teach peace using Dr. Seuss books, examining steps to peace that students must progress through. (SM)…

Grossi, Verdiana (2000). Peace Education: An Historical Overview (1843-1939). Peace Education Miniprints No. 101. Peace education has come a long way, but its history is not very well known. This text gives an historical overview, focusing on European developments from 1843-1939. Cites the London Peace Conference of 1843 and the Universal Peace Conferences as examples of bridging the principles of peace and the classroom. Glimpses are given of a number of important peace educators and activists. Early educational and psychological research is illustrated with Jean Piaget's work. The text asks these questions of the future: "How can the culture of peace become a world culture?"; "How will the educational system face up to the challenges of an ever-changing multicultural society?"; and "Is it possible to create a world citizen?" (Author)… [PDF]

Passow, A. Harry (1989). Designing a Global Curriculum. Gifted Education International, v6 n2 p68-70. The paper pleads for a global curriculum which will nurture commitment to a world society. Important aspects of the global curriculum would include peace education, intercultural studies, thinking and valuing skills, world problems, ethical and moral dimensions of problems, emerging concepts in future studies, problem-solving, and communication through networking. (Author/JDD)…

Blythe, Sue (1994). Peace Education: Volunteers for UN50, Celebrating the 50th Anniversary of the United Nations, 1945-1995. This manual builds on the UNA-USA/Gainsville work to help volunteers prepare to "teach peace" during the 50th anniversary of the United Nations, and to provide educational resources for UN50. The document includes: (1) "Introduction"; (2) "Preparing for the Training"; (3) "Workshop 1: Preparing the Presentation"; (3) "Workshop 2: Practicing for Presentations"; (4) "Coordinating the Volunteers"; and (5) "Follow-up Gathering." The appendix provides handouts for training peace education volunteers for UN50. (EH)… [PDF]

(2001). Task Force Report. State of the Art of Adult Education: CONFINTEA Follow Up. [and] Workshop Reports. Convergence, v34 n2-3 p37-40,41-64. Includes task force recommendations on the role of the International Council for Adult Education in monitoring achievement of adult education objectives, qualitative and quantitative indicators, and diverse data collection methods. Eleven workshop reports discuss progress on adult education policy advocacy, documentation, health care reform, correctional education, peace education, social movements, and other topics. (SK)…

(1985). Catalog: Wilmington College Peace Resource Center. Revised Edition. A bibliography of low-cost peace education resources for individuals and organizations, this catalogue lists audio-visual materials, archival materials, and books. The audio-visual materials and the books are grouped into some or all of the following categories: atomic bombings, nuclear war, the arms race, anti-war, civil defense, peace education, non-violence, the draft and conscientious objection, nuclear power, and miscellaneous materials. The range of materials available includes slides, tapes, guides, scripts, movies, and videotapes. Each annotation gives a brief description and rental fee. A section titled \Miscellaneous Books\ has five selections, including: \The Child's Declaration of Rights and Responsibilities and The Declaration of Rights of the Child\ and \The War Prayer\ by Mark Twain. Additional non- print items, such as stationery, posters, and packets are included at the back, as is a December 1985 update of materials and a price correction list. Purchase and rental…

Fontana, Giuditta (2023). Security, Conflict Management, and Peacebuilding: Formal Education in Intrastate Political Agreements, 1989-2016. Harvard Educational Review, v93 n2 p173-201 Sum. In this mixed methods analysis of a dataset she developed, Giuditta Fontana explores how formal intrastate peace processes have addressed reforms of formal education since the end of the Cold War. Looking at the frequency of reforms of formal education, the context for their inclusion, and the framing of their aims, she finds that intrastate political agreements circumscribe the peacebuilding potential of education because they rarely include education as a component, their geopolitical context and broader content are not clearly associated with the inclusion of education reforms, and education reforms are primarily framed as contributing to security and conflict management rather than long-term peacebuilding. With fundamental implications for scholarship and policy, this article shows that peace agreements' focus on the promotion of negative peace rather than more ambitious positive peace is an obstacle to realizing the peacebuilding potential of education in conflict-affected… [Direct]

Stomfay-Stitz, Aline M. (1993). Peace Education in America, 1828-1990. Sourcebook for Education and Research. This volume chronicles peace education in the United States. The book presents a historical narrative of the curriculum, writings, and contributions of numerous individuals in education, religion, and related fields who have been involved for almost two centuries in attempts, largely unsuccessful, to introduce teaching about peace in U.S. schools. The people include educators, humanitarians, and reformers, such as Horace Mann, John Dewey, Fannie Fern Andrews, Edwin D. and Lucia Ames Mead, Jane Addams, Mortimer Adler, Albert Einstein, and Robert Havighurst, among others. The book provides over 700 citations with photographs, an extensive bibliography, and a resource directory. (RJC)…

Pirkl, Margaret; And Others (1983). An Integrated Approach to College Peace Education. Momentum, v14 n4 p30-31 Dec. Describes the College of St. Teresa's peace and justice education activities, including a weekly soup line, sponsorship of a Bread for the World chapter, student volunteer work, academic courses, pastoral team work, an Education for Peace and Justice Resource Center, Peace and Justice Days, and conferences. (LAL)…

(1973). This Year's Hottest Curriculum Topics. A Special Report. Nation's Schools, 92, 4, 49-56, Oct 73. Courses in transcendental meditation, parenthood education, peace studies, population education, and bachelor living are being taught in high schools across the country. (Author)…

Feuerverger, Grace (1998). Neve Shalom/Wahat Al-Salam: A Jewish-Arab School for Peace. Teachers College Record, v99 n4 p692-730 Sum. Using data from in-depth interviews and participant observation, the paper explores the social and psychological dimensions of a peace-education program for Jewish and Arab students in a small Israeli village. The program stressed conflict resolution and awareness of the need to live together in everyday circumstances while maintaining important cultural elements. (SM)…

Neugebauer, Roger (2000). Looking Ahead: Trends That Will Shape Early Care and Education–What's in Store for the 21st Century?. Child Care Information Exchange, n136 p7-11 Nov-Dec. Six experts in early care and education discuss trends that will shape early childhood education by 2010. Six trends with the greatest impact are brain research, public financing, universal prekindergarten, technology, diversity, and staffing issues. Other key trends include employer involvement, outcomes orientation, aging population, peace education, cooperative preschools, blended families, and "Microsoft" childcare. (KB)…

Bjerstedt, Ake (1994). Immigrant Students as a Resource, Multicultural Education, and Preparedness for Peace. Peace Education Miniprints No. 59. This report suggests that immigrants and immigrant students have been considered and discussed as problems during political discourse and in educational circles rather than devoting energy to regarding immigrant students as a resource in international and peace issues and in ethnic relations. Part 1 provides a background discussion on what can be done to enhance the view of immigrant students as resources and focuses on concepts like "preparedness for peace" and "multicultural education." Part 2 includes examples of the viewpoints of 24 experts who have been interviewed on how students who represent a variety of nationalities and cultural backgrounds in a school can aid in peace education. Part 3 offers an extensive bibliography on materials related to multicultural education. Contains over 200 references. (CK)… [PDF]

Gilstrap, Robert L.; And Others (1994). Professional Books. Childhood Education, v70 n5 p308-10. Reviews five books peace studies and conflict resolution: (1) "Voices from the Future" (Susan Goodwillie); (2) "War and Peace Literature for Children and Young Adults" (Virginia Walter); (3) "Teaching Young Children in Violent Times" (Diane Levin); (4) "Whose Language? What Power?" (Frank Smith); and (5) "Peace Education in America, 1828-1990" (Aline Stomfay-Stitz). (MDM)…

Nordland, Eva, Ed. (1994). Project for Ecological and Cooperative Education (P.E.A.C.E.). Report from the Meeting (Kornhaug, Norway, March 7-10, 1994). Peace Education Reports No. 12. The essence of peace education is to involve the students in expectations about possible changes in the direction of a cooperative and caring planet, to create attitudes through involving young and old in caring and protecting activities, and to make it possible to turn some of the caring and protecting activities into habits. These are some of the core ideas of the project for Ecological and Cooperative Education (PEACE), a cross national project with participants from Russia, Ukraine, Slovenia, Croatia, the United States, and the Scandinavian countries. This report summarizes the presentations and discussions on ecological and cooperative education at the project's meeting in Norway, in March, 1994. The report is divided into 7 parts. Part 1 focuses on human rights and security and contains three articles: (1) "Children's Rights" (Annelise Droyer); (2) "Good Neighbors, We and They" (Willard G. Jacobson; Carol W. Jacobson); and (3) "Education as Part of… [PDF]